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ERIC Number: EJ803566
Record Type: Journal
Publication Date: 2007
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0892-0206
Setting an Agenda for Social Justice through Leadership Development
Brundrett, Mark; de Cuevas, Rachel Anderson
Management in Education, v21 n4 p44-48 2007
The profile, status and funding of leadership development has risen dramatically both in the UK and internationally over the last decade. In England this has been denoted by the rise of national programmes of leadership development and the creation of the National College for School Leadership (NCSL). Although the original inception of such programmes predate the election of the New Labour administration in 1997 much of the construction of this now very considerable infrastructure devoted to school leadership training has occurred during the period coterminous with a government that was elected with a mandate predicated on the advancement of social justice. Nonetheless, this article argues that until very recently leadership development programmes contained only an implicit, rather than an overt, commitment to the enhancement of social justice through the management of the English state school system. Further, the article argues that recent government legislation in Education has set in train fundamental adjustments to the system, through the medium of such initiatives as the Every Child Matters agenda, which will require a much more explicit articulation of the role of school leaders in promoting social justice during their training. The genesis of this article springs out of a decade of commentary and research in the area of leadership development in England and, more recently, transnationally but is also based on a survey of the literature on leadership development in England as part of the Review of Primary Education based at the University of Cambridge and funded by the Esmee Fairbairn Foundation.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Cambridge); United Kingdom (England)